Non-verbal Learning
Disorder
Hong Duong
Sheryl Hoilette
Portia Le Blanc
NLD – Definition
• Non-verbal Learning Disorder (NLD or NVLD) is a learning disorder
where an individual has trouble processing communication that is not
written or spoken.
• The individual has highly developed verbal skills but has problems
with visual-spatial-organization, social skills, and motoric
coordination.
– Respecting others’ personal space
– Organization
– Recalling visual images
– Understanding facial expressions
– Comprehend perceptual cues
– Poor fine and gross motor skills
NLD – Possible Causes
• Connected neurologically since the
right hemisphere of the brain
controls nonverbal processing
• Studies over time of children who
have NLD has made known that head
injuries or damage to the right
hemisphere of the brain may be a
cause
– Head injury that is moderate to severe
– Radiation treatments on or near the
head for long periods of time
– Patients of hydrocephalus – a medical
condition where fluid in the skull builds
up causing the brain to swell
– Removed brain tissue from the right
hemisphere
NLD – Characteristics
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Can be mild to severe
Severe form has characteristics of Asperger’s
Weaknesses:
– Visual-Spatial-difficulty with perception and imaging
– Cognitive processing-difficulty understanding connections between information
– Language-difficulty understanding humor and multiple meaning of words
– Motor-difficulty with fine motor skills and lacks coordination
– Social-difficulty with social interactions(nonverbal cues)
– Behavioral-difficulty with transitions
– Emotional-anxiety or depression
Strengths:
– Students will have excellent auditory attention
– Strong literacy skills
– Students are verbal with good receptive language abilities
– They are able to follow verbal directions by rote
NLD vs. AD/ADHD
Nonverbal Learning Disability
Difficulty with spatial
relationships and perceptions;
frequently bumps into objects;
may have difficulty with
maintaining balance in seat.
Slow motoric performance on
nonverbal tasks with hyper
vigilance to details vs. big picture.
Talkative; reliant on verbal
mediation; may not be aware of
manipulation or deception.
Poor social judgment; frequent
avoidance of novel situations.
Comorbidity with depressive or
anxious symptoms.
Attention-Deficit/
Hyperactivity Disorder
Often fidgets or squirms; difficulty
remaining still or seated when
sustained visual attention is
required.
Easily distracted and impulsive;
poor planning and follow-through
with details.
Talks excessively; impatient and
often loses things; may be
manipulative and deceptive.
Seeks out novelty with
enthusiasm; risk-taking behaviors.
Comorbidity with oppositional and
defiant behaviors.
(Sands & Schwartz, 2000)
NLD vs Asperger’s Syndrome and
PDD
Nonverbal Learning
Disability
Asperger’s
Syndrome
Early speech and
vocabulary
Poor pragmatics and
prosody
Normal to superior
I.Q. VIQ>PIQ; verbal
can be notably
developed
Significant gross, fine
and visual-motor
problems; dysphagia
No language delay
Lacking verbal
communication skills
(receptive and
expressive); naive;
poor social judgment
Poor pragmatics and
prosody
Normal to superior
I.Q. VIQ>PIQ
Clumsiness; gross
motor is generally
WNL; fine motor is
poor
Perseverating
behaviors;
restrictive areas of
interest; hyper focus
on details
Pervasive
Developmental
Disorder
Speech develops, then
plateaus
Normal I.Q., then fails
to maintain
commensurate with
peers
Coordination develops
normally and generally
remains WNL
Restrictive; repetitive;
stereotypical patterns
of behavior
(Sands & Schwartz, 2000)
NLD – Instructional Strategies
• Prepare students for changes, giving logical explanations
• State your expectations clearly
• Make use of your student’s verbal skills to help with social interactions
and nonverbal experiences.
• To help with math, use real life examples, lots of verbal explanation and
hands-on experiences.
• Group the student with good role models
• Allow a student with poor attention to take frequent breaks.
NLD – Accommodations
• Students should not be given assignment where they have to copy text
• Have students with math computation difficulties write their problems on
graph paper or loose leaf paper held sideways.
• Paper and pencil work kept to a minimum
• Students will need additional time for writing assignments
NLD – Modifications
• The student will need to be placed in an environment that has nonthreatening contact to help them develop social skills
• Keep environment predictable and familiar
• Cooperative learning
• Extra time during transitions
• Make sure classroom is not too visually stimulating
Always Remember
“Safe” Environment
The student needs time to develop a sense of comfort with their environment before
they are able to exhibit the depth of their ability.
Frontloading
Set the stage - provide the context this student requires.
Rubrics, Checklists, and Models
These students will de exactly what you tell them to do, so be specific. Say what you
mean, and mean what you say.
Small Group Discussion
These children learn best through teacher-mediated, peer dialog.
Large-type Print
This compensates for the visual processing difficulties these students have, and
improves reading comprehension.
Linda Childress
http://www.nldontheweb.org/education/teachinglanguagearts.html
NLD – Case Studies: “Robert”
• Early reader
• High verbal skills
• Extensive vocabulary
• Teachers were impress that he could regurgitate facts like an encyclopedia
(Roth, 2010)
NLD – Case Studies: “Robert” con’t
Challenges:
– Illegible handwriting
– Comprehending visual-spatial in math. For example
lining up numbers to do triple digit multiplication.
– He was not able to form numbers which made it harder
for him complete his math
– Does not have a since of direction and often got lost
– Confused about how things relate to each other
– Couldn’t keep track of the ball when playing a team
sport
– Confused about how team mates followed through on
plays
– Issues with organizing and handing in work
– Problems connecting with his classmates
– Could not read between the lines and understand
author’s main points
– Wasn’t able to put information together to form the
big picture when it comes to expository writing (Roth,
2010)
NLD – Case Studies: “Robert” con’t
Recommendations:
• Should use a laptop for note taking
• Teachers should provide him with outlines, class notes, and lesson plans
so he could preview the material, and use it to structure his notes.
• Working individually with a math tutor.
• Use rich language to help teach and think through any type of visual
information. (Roth, 2010)
NLD – Case Studies: “Roger”
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Eleven-year-old with a history of attention problems which he takes meds for
Diagnose with ADHD and school psychologist also suspected Asperger
syndrome
Learned how to read easily but was not able to comprehend what he was
reading
Parents would help him organize homework and projects
No time management
Had a hard time following instruction and finding his way in the new physical
space
Did not like to socialize with classmates
Likes to work alone
Parents researched Roger’s traits, characteristics, and skills and believed he
was misdiagnose
They requested a team evaluation (Sands & Schwartz, 2000)
NLD – Case Studies: “Roger” con’t
Diagnose:
• After evaluating Roger’s situation, the team concluded that Roger had
multiply disorders. Not only does he have ADHD, he was also diagnose
with Nonverbal Learning Disability because he exhibit difficulties with
social relationship skills, organization skills, planning skills, study skills,
social judgment, and visual spatial organization (Sands & Schwartz, 2000).
NLD – Assistive Technology Devices
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Graphic organizer programs
Watchminder
Invisible clock
Livescribe pen
Electronic Organizers Personal
Digital Assistants
Personal Organizer
Livescribe pen
Watchminder
NLD – Parent & Teacher
Organizations
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A Decade of Support! NLD-In-Common
– http://groups.yahoo.com/group/NLD-In-Common/
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LD Online
– http://www.ldonline.org/indepth/nonverbal
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NLD Hotline:
– (831) 624.3542
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Partners Resource Network: Empowering Parents Through Education
– http://www.partnerstx.org/Resources/LD/NVLD.html
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Welcome to NLDline!
– http://www.nldline.com/
References
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Banks, K. L. (2012, July 20). Assistive technology for students with specific learning disabilities. Retrieved
from http://www.brighthubeducation.com/special-ed-inclusion-strategies/80972-assistive-technology-forstudents-with-specific-learning-disabilties/.
DennisQ545@comcast.net (Artist). (n.d.). The way your brain is organized. [Web Graphic]. Retrieved from
http://www.lefthander.com/being.htm.
National Center for Biotechnology Information. (2011). Pubmed health: Hydrocephalus. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002538/.
Northeast Educational Services Cooperative. (2006). Home: Transition. Retrieved from
http://northeastcoop.org/page3923019.aspx.
Roth, C. (n.d.). Nonverbal learning disorder case study. Retrieved from
http://www.drcproth.com/nonverbal-learning-disorder-case-study.pdf.
Sands, S., & Schwartz, S. (2000). Nonverbal learning disabilities. The NYU Child Study Center Letter, 4(5).
Retrieved from http://www.aboutourkids.org/files/articles/may_jun_4.pdf.
Thompson, S. (1996). Nonverbal learning disorders. LD Online. Retrieved from
http://www.ldonline.org/article/6114/.
UKCancom. (2011). Livescribe echo smart pin demo 1 [Web]. Retrieved from
http://www.youtube.com/watch?v=sJcBKT-wVWg.
Vacca, D. M. (2001). Confronting the puzzle of nonverbal learning disabilities. Educational Leadership, 2631.